Introducción: La educación superior se ha visto sometida a una revisión de sus procesos de enseñanza-aprendizaje. El nuevo paradigma formativo, centrado en el/la estudiante, trasciende la exclusiva memorización de contenidos teóricos, apuntando hacia un adecuado desarrollo de competencias que permitan afrontar situaciones académicas, profesionales y/o sociales. Esta visión más dilatada sitúa a la autoeficacia como una variable predictora del rendimiento académico, pues de ella dependen los procesos de organización y ejecución de acciones para afrontar situaciones prospectivamente. El objetivo de este estudio es conocer el nivel de autoeficacia general y académica percibida por el alumnado universitario, y comprobar si se relaciona con diferentes variables sociobiográficas. Método: Para ello, se realizó un estudio exploratorio sobre la variable autoeficacia, a través de un cuestionario aplicado a 1616 estudiantes. El análisis factorial permitió diferenciar entre las dimensiones autoeficacia general y académica. Las pruebas realizadas incluyen la aplicación de test no paramétricos (U de Mann Whitney) y el estudio de curvas ROC. Resultados: En cuanto a los resultados, se demostraron altos niveles de autoeficacia percibida, tanto académica como general, así como la existencia de variaciones significativas en función del género, la edad, la participación en un servicio a la comunidad o en un programa de movilidad Conclusiones: Se concluye la importancia de investigaciones que evidencien el nivel de desarrollo de constructos como la autoeficacia, y de sus posibles variables mediadoras, especialmente dada su vinculación con el aprendizaje y el rendimiento de los/as universitarios/as.
Introducción: Investigadores y profesionales clínicos que trabajan en el proceso del perdón requieren instrumentos de medida fiables y válidos que permitan evaluarlo, adaptados al contexto y a la población de interés. Por ello, se diseñó un estudio para la adaptación a la población peruana del Enright Forgiveness Inventory (EFI-30). Método: Un total de 373 adolescentes peruanos respondieron a la traducción española del EFI-30, adaptada al contexto peruano, así como a una medida de deseabilidad social y de bienestar eudaimónico. Resultados: Los resultados apoyaron una escala compuesta por 30 ítems con una alta fiabilidad (α = .934; ω = .982) y evidencias de validez de constructo (CFI = .91, TLI = .90, RMSEA = .075, SRMR = .06), confirmando la estructura factorial original de seis factores: afecto positivo, afecto negativo, comportamiento positivo, comportamiento negativo, cogniciones positivas y cogniciones negativas. Adicionalmente, se obtuvieron evidencias de validez convergente y discriminante, tanto interna como externa. Asimismo, la medida mostró sensibilidad a las diferencias en función del género y de la etapa de la adolescencia, lo que aporta evidencia de validez predictiva. Finalmente, se presentan los resultados de baremación. Conclusiones: Se ha validado y estimado la fiabilidad de una medida del perdón para adolescentes peruanos.
Introducción: Basado en la Teoría de la Autodeterminación, el presente estudio examina lo efectos de los estilos docentes percibidos (apoyo a la autonomía y estilo controlador) sobre la presentación del yo en redes sociales mediado por el afecto positivo y negativo en adolescentes Método: Es este estudio de diseño transversal participaron 2438 estudiantes de Educación Física de secundaria (Medad=16.15, DT=2.01). El estilo interpersonal docente se evaluó como apoyo a la autonomía y estilo controlador; y la presentación del yo en redes sociales se operacionalizó mediante yo real, yo ideal, exploración del yo, autoengaño, comparación y exploración del yo falso. Resultados: El modelo de ecuaciones estructurales revela que el estilo de apoyo a la autonomía se asocia positivamente con el afecto positivo, mientras que el estilo controlador predice mayores niveles de afecto negativo. A su vez, el afecto positivo se relaciona con autopercepciones más adaptativas de yo, lo que conlleva a presentación en redes sociales del yo real, yo ideal y exploración de diferentes facetas de la propia identidad, mientras que el afecto negativo se asocia con formas desadaptativas de presentación del yo en redes sociales (autoengaño, comparación, exploración) y con una menor percepción del yo real. Se identificaron efectos indirectos significativos que evidencian el papel mediador del afecto en la relación entre los estilos docentes y la presentación del yo en redes sociales. Conclusiones: Estos hallazgos subrayan la importancia de fomentar climas de aula emocionalmente seguros y estilos docentes que apoyen la autonomía como vía para promover experiencias afectivas positivas y contribuir al desarrollo de una identidad personal más adaptativa durante la adolescencia.
Introducción: El modelo de Flipped Learning ha demostrado ser eficaz para fomentar el aprendizaje activo, especialmente en Secundaria y Formación Profesional. Sin embargo, existe escasa evidencia sobre cómo el formato de presentación del contenido (escrito o audiovisual) influye en el rendimiento académico y la experiencia de aprendizaje. Este estudio se propuso comparar el impacto de ambos formatos dentro del modelo invertido. Método: Se empleó un diseño experimental contrabalanceado con 112 estudiantes de 4.º de ESO y del ciclo formativo de Técnico Superior en Acondicionamiento Físico. La intervención consistió en 9 sesiones utilizando contenidos escritos y audiovisuales de forma alterna. Se aplicaron pruebas no paramétricas y ANOVA de medidas repetidas, complementadas con análisis cualitativo de las percepciones del alumnado. Resultados: Se observaron mejoras significativas en el rendimiento académico tras la intervención, sin diferencias estadísticamente significativas entre los formatos. El alumnado valoró los vídeos por su motivación y comprensión, y los textos por su claridad y utilidad para el estudio autónomo. Conclusión: Ambos formatos se mostraron eficaces en el contexto del Flipped Learning. Los resultados sugieren que la elección del formato debe ajustarse a las preferencias, competencias digitales y estilos de aprendizaje del alumnado. Se recomienda explorar estrategias multimodales e incorporar métricas objetivas de implicación en futuras investigaciones.
Introducción. Desde su incorporación en la enseñanza obligatoria de Colombia hace tres décadas, los Proyectos Ambientales Escolares han sido objeto de constantes redefiniciones, en atención a los diversos atributos y controversias que han acompañado a la educación ambiental y la sostenibilidad en las últimas décadas. En este proceso, han pasado a concebirse como una estrategia de alfabetización ambiental cuyo alcance se extiende tanto al currículo como a la comunidad. Método. El objetivo de este estudio es caracterizar, en opinión de los diferentes actores involucrados en estos proyectos, los factores determinantes de su éxito e identificar el margen de mejora en su implantación. El enfoque metodológico es mixto; se combinan entrevistas en profundidad con un cuestionario poblacional a 745 docentes de Educación Básica y Media con la colaboración de la Secretaría de Educación Municipal de Neiva (Colombia), contexto en el que se ubica este trabajo. Resultados. El análisis fenomenológico interpretativo de la información recogida a través de las entrevistas y el análisis estadístico realizado de los datos recopilados a través del cuestionario destaca como condicionantes del éxito aspectos internos y externos a estos proyectos. Conclusiones. El compromiso institucional, la participación comunitaria, la formación y conciencia ambiental de la administración y de los equipos gestores, así como la adecuada contextualización de los proyectos, su impacto en el entorno y la suficiencia de recursos disponibles, se identifican como factores clave determinantes del éxito de estos proyectos; factores cuyo margen de mejora es destacable.
Introducción: el abuso sexual infantil (ASI) constituye una grave forma de maltrato que incrementa el riesgo de desarrollar distintos trastornos psicológicos. Específicamente, la evaluación del trastorno de estrés postraumático (TEPT) es crucial en el ámbito forense, ya que proporciona una evidencia clave en los procesos judiciales. Además, factores como la recurrencia del abuso pueden exacerbar el daño psicológico. En consecuencia, se diseñó una revisión meta-analítica con el propósito de estimar los efectos de la repetición del abuso sexual sobre el daño psicológico. Método: se realizó una búsqueda exhaustiva, obteniéndose 15 estudios primarios de los cuales se extrajeron 35 tamaños del efecto y una muestra acumulada de 3.714 sujetos. Los tamaños del efecto se estandarizaron mediante la d de Cohen y se corrigieron por el error de muestreo y la fiabilidad del criterio, a fin de obtener el tamaño del efecto verdadero (δ), mediante la aplicación de un metaanálisis correlacional de efectos aleatorios. Se llevaron a cabo análisis de moderadores que compararon eventos aislados, abuso repetido y la relación entre la duración del abuso y la gravedad del TEPT. Resultados: el análisis global reveló un tamaño del efecto verdadero medio, significativo y positivo (δ = 1.333), lo que indica que la victimización por ASI está fuertemente asociado con el desarrollo del TEPT. Los análisis de moderadores mostraron que la victimización por un episodio único produjo un tamaño del efecto grande (δ = 1.755), mientras que la victimización por múltiples eventos arrojó un tamaño del efecto más que grande (δ = 2.081), siendo significativamente mayor en el caso de eventos múltiples. Además, la duración del abuso presentó un tamaño del efecto de moderado a grande en relación con la gravedad del TEPT (δ = .703). Conclusiones: estos hallazgos proporcionan evidencia robusta de la asociación entre el ASI y el daño psicológico. Específicamente, el abuso repetido y prolongado incrementa tanto la probabilidad de desarrollar TEPT como su severidad, lo que subraya la necesidad de considerar las características del abuso en las evaluaciones forenses y en la toma de decisiones judiciales.
Introducción: El trabajo social desempeña un papel cada vez más importante en la promoción de la actividad física y el deporte para mejorar la salud de la población, especialmente entre las personas mayores con discapacidad. En este contexto, el objetivo de este estudio fue comparar los niveles y patrones de actividad física entre las personas mayores con y sin discapacidad. Método: La muestra estuvo compuesta por 612 personas mayores de Galicia (379 mujeres, 67.91 ± 8.41 años; 95 hombres, 68.11 ± 8.10 años), de las cuales 474 no tenían discapacidad (67.95 ± 8.33 años) y 138 tenían discapacidad (68.38 ± 8.87 años). Resultados: Los resultados indican que las personas mayores con discapacidad realizaban más tareas domésticas, pero eran más sedentarias en cuanto a la actividad física, a pesar de tener ingresos similares y gastar más en actividades deportivas. Además, participaban menos en actividades físicas en gimnasios, centros deportivos y centros residenciales o de día. Conclusiones: En general, las personas con discapacidad percibían su estado de salud como peor en comparación con las personas sin discapacidad. Estos hallazgos son cruciales para orientar las intervenciones de trabajo social destinadas a mejorar la calidad de vida de las personas mayores con discapacidad.
Introduction: Due to different psychological problems during adolescence, developing social and emotional competencies from early childhood could be of special interest. The purpose is to analyse those preschool-based Physical Education (PE) intervention programs that have evaluated their effects on preschoolers’ emotional and social competencies evaluated through randomized controlled trial design. Method: A systematic review of relevant articles was performed using PubMed, Web of Sciences, and ProQuest Central on January 24, 2024. Results: From 113 studies initially found, 12 were included in the qualitative synthesis. Included studies have shown that programs developed during preschool`s PE are effective for improving social and emotional competencies. Conclusions: Working in pairs or small groups, as well as structured play, has demonstrated positive effects to enhance social competence. On the other hand, multicomponent-based activities (suggestions and activities such as role-playing) for improving self-regulation skills, planned and instructor-led exercises meant to enhance self-control, the combination of exercise-based interventions with mindfulness for improving emotional well-being and playfulness, and programming interactive lessons and support for the application of socio-emotional competency are encouraged.
Introduction: Social work plays an increasingly important role in promoting physical activity and sport to improve population health, particularly among older adults with disabilities. In this context, this study aimed to compare levels and patterns of physical activity among older adults with and without disabilities. Method: The sample comprised 612 older adults from Galicia (379 women, 67.91 +/- 8.41 years; 95 men, 68.11 +/- 8.10 years), of whom 474 did not have disabilities (67.95 +/- 8.33 years) and 138 had disabilities (68.38 +/- 8.87 years). Results: The findings indicate that older adults with disabilities engaged in more domestic tasks but were more sedentary regarding physical activity, despite having similar incomes and spending more on sports activities. Additionally, they participated less in physical activities in gyms, sports centres, and residential or day centres. Conclusions: In general, people with disabilities perceived their health status to be worse compared to those without disabilities. These findings are crucial for informing social work interventions aimed at improving the quality of life of older adults with disabilities.
Introduction: Grounded in Self-Determination Theory, the present study examines the ef-fects of perceived teaching styles (autonomy-supportive and controlling) on adolescents' self-presentation on social media, mediated by positive and negative affect. Method: This cross-sectional study involved 2,438 secondary-school Physical Education stu-dents (Mage = 16.15, SD = 2.01). Teacher interpersonal style was assessed as autonomy support and controlling style, and self-presentation on social media was operationalized through real self, ideal self, self-exploration, false self-deception, false self-comparison, and false self-exploration. Results: Structural equation modeling (SEM) revealed that an autonomy-supportive teach-ing style was positively associated with positive affect, whereas a controlling style predict-ed higher levels of negative affect. In turn, positive affect was related to more adaptive self-perceptions, reflected in online presentations of the real self, the ideal self, and self-ex-ploration (i.e., the display of different facets of one's identity). Conversely, negative affect was associated with maladaptive forms of online self-presentation, namely false self-de-ception, false self-comparison, and false self-exploration as well as with lower perceptions of the real self. Significant indirect effects supported the mediating role of affect in the relationship between teaching styles and self-presentation on social media. Conclusions: These findings underscore the importance of fostering emotionally safe class-room climates and autonomy-supportive teaching as a means to promote positive affective experiences and contribute to the development of a more adaptive personal identity during adolescence.
Introduction: First aid training within Physical Education provides an opportunity to develop essential competencies related to safety, prevention, and emergency response in school settings. The Organic Law 3/2020 (LOMLOE), which regulates the Spanish national education system, together with the Andalusian regional regulations, includes risk management as part of the subject's learning standards and assessment criteria. This proposal presentsa progressive didactic model for teaching first aid in Lower and Upper Secondary Education. Method: A didactic proposal was designed based on active methodologies and practical experiences, incorporating playful activities, simulations, workshops, and cooperative dynamics. The learning sequence was structured progressively, adjusting task complexity according to each educational level and integrating the required curricular learning standards. Evaluation followed a formative approach through rubrics, checklists, self-assessments, and learning portfolios. Results: The proposal supports the acquisition of key competencies such as the PAS protocol (Protect, Alert, Aid), basic cardiopulmonary resuscitation (CPR), the use of automated external defibrillators (AED), and intervention in common school emergencies. It also promotes transversal skills such as decision-making, effective communication, teamwork, and critical reflection on safety during motor practice. These elements contribute to meaningful learning and facilitate the transfer of knowledge to real-life situations. Conclusions: The implementation of this proposal helps foster a culture based on prevention and mutual care. Furthermore, it provides students with transferable skills applicable to everyday life and future professional contexts related to health, physical activity, and community intervention. This approach reinforces the role of Physical Education as a promoter of life skills.
Introduction: The teaching and learning processes in higher education have been subject to review, and the new, student-centred paradigm goes beyond mere memorisation of theory, instead targeting proper development of competencies enabling students to cope with academic, professional, and social situations. This broader view of learning makes self-efficacy a predictive variable for academic performance, as it influences organisation and execution processes employed to deal with situations in a forward-thinking manner. The objective of this study is to analyse university students' perceived levels of general and academic self-ef-ficacy and determine their relationship with various socio-biographical variables. Method: An exploratory study was carried out on the self-efficacy variable, using a ques-tionnaire applied to 1616 students. Factor analysis allowed differentiation between the general and academic self-efficacy dimensions. Tests included the application of non-para-metric tests (Mann Whitney U) and examination of ROC curves. Results: The findings indicated high levels of perceived self-efficacy, both academically and generally, as well as the existence of significant variations based on gender, age, and par-ticipation in community service or mobility programs. Conclusions: Research showing the levels of constructs such as self-efficacy and its possible mediating variables is important, especially given its association with university students' learning and achievement.
Introduction: Literature has consistently found that forgiveness has a therapeutic effect on victims. However, the effects on adolescents, specifically in cases of bullying, are unknown. A field study was designed with the aim of determining the prevalence of levels of forgiveness in the adolescent population and the moderating effect of forgiveness on mental health in cases of bullying. Method: A total of 400 adolescents, 56.8% girls and 43.3% boys, aged between 14 and 16 years (M = 15.15, SD = .68) completed measures of forgiveness, psychological adjustment and bullying victimization. Results: The results classified 37.7% of adolescents as having a low level of forgiveness, a significant association between gender and level of forgiveness (boys were classified more often as having a high level of forgiveness) and scored significantly higher on forgiveness than girls. Furthermore, the results showed that forgiveness acts as a protective factor, mitigating the adverse effects on psychological adjustment associated with bullying victimization. Conclusions: The findings reinforced the forgiveness role as a protective factor in mental health against victimization by bullying during adolescence. Therefore, incorporation of forgiveness into prevention and intervention programmes in the educational field is advocated. Future research should further explore the relationship between these variables, as well as evaluate the psychoeducational effectiveness programmes focused on promoting forgiveness at an early age.
Introduction: The Flipped Learning model has proven to be effective in promoting active learning, particularly in Secondary and Vocational Education. However, there is limited ev-idence on how the content delivery format (written or audiovisual) influences academic performance and the learning experience. This study aimed to compare the impact of both formats within the flipped learning model. Method: A counterbalanced experimental design was applied with 112 students from 4th year of Secondary Education and the Higher Technician in Physical Conditioning program. The intervention consisted of 9 sessions alternating between written and audiovisual content. Non-parametric tests and repeated-measures ANOVA were used, along with qualita-tive analysis of students perceptions. Results: Significant improvements in academic performance were observed after the inter-vention, with no statistically significant differences between the formats. Students valued videos for enhancing motivation and understanding, while texts were appreciated for their clarity and usefulness in autonomous study. Conclusion: Both formats proved effective in the context of Flipped Learning. The results suggest that content format selection should be tailored to students' preferences, digital competence, and learning styles. Future research should explore multimodal strategies and incorporate objective engagement metrics.
Introduction: Researchers and clinical professionals investigating the forgiveness process require reliable and valid measurement instruments that are appropriately adapted to the cultural context and target population. Accordingly, the present study aimed to adapt the Enright Forgiveness Inventory (EFI-30) for use with the Peruvian adolescent population. Method: The sample comprised 373 Peruvian adolescents who completed the Spanish version of the EFI-30, culturally adapted to the Peruvian context, along with measures of social desirability and eudaimonic well-being. Results: The results supported a reliable 30-item scale, showing high internal consistency (alpha = .934; omega = .982) and providing evidence of construct validity (CFI = .91, TLI = .90, RMSEA = .075, SRMR = .06). The original six-factor structure-positive affect, negative affect, positive behavior, negative behavior, positive cognitions, and negative cognitions-was confirmed. Additional evidence of both internal and external convergent and discriminant validity was obtained. Moreover, the measure demonstrated sensitivity to differences according to gen-der and stage of adolescence, supporting its predictive validity. Normative data for the target population are also presented. Conclusions: The findings provide evidence supporting the validity and reliability of the EFI-30 as a measure of forgiveness in Peruvian adolescents, thereby offering a psychometrical-ly sound instrument for research and clinical practice.
Introduction: Persons with Intellectual Disabilities (ID) have a great probability of crime victimization, mainly in crimes in the private sphere. Then, the evidence is commonly reduced to his/her testimony and the harm forensic evaluation. The validity of the testimony is critical for judicial decision-making. A mock crime paradigm was designed with the aim of estimating the validity of the identification made by ID persons in line-ups. Method: 57 adults with ID, 37 males, aged from 18 to 61 years (M = 27.05, SEM = 1.01), participated in the study, 29 completed an identification task in a line-up where the Target Stimulus was present, and 28 with the Target Stimulus absent. In both conditions a Distractor (a person present in the scene of the event, no Target Stimulus) was part of the line-up. Results: The results exhibited a significantly better performance in the condition of Target Stimulus present in the line-up (.690) than in the condition of Target Stimulus when it was absent (.393). However, the probability of error (i.e., false identifications) (.310) was also significant (> .05, constant). When the Target Stimulus was absent, the probability of correct (non-identification) and incorrect identification (identification of any member of the lineup) were equal. In both line-up conditions, the unconscious transference effect (identification of the distractor) was observed, being this identification significantly higher than the remaining non-Target Stimulus of the line-up. Conclusions: The implications of the findings for judicial and law enforcement practices are discussed.
Introduction. Since their incorporation into compulsory education in Colombia three decades ago, Environmental School Projects have been subject to constant redefinition, considering the different meanings, attributes, and controversies that have accompanied environmental education and sustainability in recent decades. Environmental School Projects have come to be considered a strategy for environmental literacy within the educational setting. Method. The objective of this study is to characterize, from the perspective of the different actors involved in these projects, the determining factors for their success and to identify areas for improvement in their implementation. The methodological approach of this study is mixed; it combines in-depth interviews with a population-based questionnaire administered to 745 primary and secondary school teachers, with the collaboration of the Municipal Education Secretariat of Neiva (Colombia), the context in which this work is situated. Results. The interpretive phenomenological analysis of the information collected through the interviews and the statistical analysis of the information collected through the questionnaire highlight internal and external aspects as determining factors for the success of these projects. Conclusions. Institutional commitment, community participation, environmental training and awareness of the administrative and management teams of these projects, their contextualization and impact on the environment, and the sufficiency of resources are the key factors determining the success of these projects, and there is significant room for improve-ment in these areas.
Introduction: In the context of Physical Education (PE), supporting basic psychological needs (BPNs; autonomy, competence, and relatedness) is regarded as essential for fostering self-determined motivation and promoting pupils' wellbeing. However, limited evidence exists regarding how teachers perceive and experience this process in their everyday practice. This study aimed to explore the perceptions of Primary Education PE teachers concerning the support they provide for these needs, with a focus on both the strategies they implement and the meanings they ascribe to them. Method: A qualitative methodology based on a case study design was adopted, employing individual semi-structured interviews. Five in-service PE teachers participated in the study, all ofwhom were teaching at the Primary Education level in state schools in the Balearic Islands. Results: The results indicate that the participating teachers perceive themselves as supporting these needs through a range of pedagogical strategies, albeit with differing levels of depth. Moreover, tensions were identified between discourse and practice, arising from organisational structures, pedagogical beliefs, and policy requirements. Conclusions: The importance of understanding support for BPNs as an evolving ethical and professional responsibility is emphasised, one that demands collective reflection, distrib-uted leadership, and institutional conditions conducive to a more motivating and coherent approach to PE.
Introducción: En el ámbito de la Educación Física (EF), el apoyo a las necesidades psicológicas básicas (NPB; autonomía, competencia y relaciones sociales) se considera clave para fomentar la motivación autodeterminada. Sin embargo, existe escasa evidencia sobre cómo vive y percibe el profesorado este proceso en su práctica diaria. El objetivo de esta investigación fue analizar las percepciones del profesorado de EF en Educación Primaria sobre el apoyo que ofrece a dichas necesidades, atendiendo tanto a las estrategias implementadas como a los significados que construye en torno a ellas. Método: Se adoptó una metodología cualitativa basada en un estudio de casos, mediante entrevistas individuales semiestructuradas. Participaron cinco docentes en activo de EF que impartían clase en la etapa de Educación Primaria en centros públicos de las Islas Baleares. Resultados: Los resultados indican que el profesorado participante considera que favorece dichas necesidades mediante diversas estrategias pedagógicas, aunque con diferentes niveles de profundidad. Asimismo, se identificaron tensiones entre el discurso y la práctica, derivadas de estructuras organizativas, creencias pedagógicas y exigencias normativas. Conclusiones: Se destaca la importancia de comprender el apoyo a las NPB como una responsabilidad ética y profesional en transición, que requiere reflexión colectiva, liderazgo distribuido y condiciones institucionales que impulsen una EF más motivadora y coherente.
Introduction: the aim of the present study was to analyse the effect of an intervention programme delivered through the hybridisation of the Ludotechnical Model (LTM) and the Sport Education Model (SEM) on the satisfaction of Basic Psychological Needs (BPN), motivation, and intention to be physically active in the subject of Physical Education among high school students. Method: the quasi-experimental pre-post design included 112 participants (52 boys and 60 girls), aged 11–13 years. They belonged to seven different school classes, of which five implemented the hybridisation of the models described above (experimental group), while the other two followed a traditional methodology (control group). The instrument used to measure the satisfaction of BPN was the PNSE, while the BRSQ assessed motivation, and the MIPA scale evaluated the intention to be physically active. For data analysis, a repeated measures MANCOVA test was performed. Results: it was revealed significant differences between the groups, favouring students who received LTM/SEM hybrid teaching in the psychological mediator index (PMI), competence satisfaction, relatedness, autonomous motivation, self-determination index, and intention to be physically active. Regarding sex-based differences, improvements were observed for both boys and girls in the experimental group in the SDI and MIPA factors. Conclusions: the application of hybrid models yields improvements in terms of satisfaction of BPN, motivation, and intention to be physically active for both sexes, compared to a traditional methodology. One of the limitations of the study was the sample selection, suggesting that future studies should use a randomized sample, representative of the target population and with a well-balanced number of participants in each group.
